Multimedia Design Criteria PDF

Multimedia design criteria (standards of instructional design) lists of standards of Multimedia Graphic Design in Education 1 General Standards 1. Simplicity in designing each element of the multimedia. 2. Considering unity between visual and audio elements. 3. Clarity in pr...

Multimedia design criteria (standards of instructional design) lists of standards of Multimedia Graphic Design in Education 1 General Standards 1. Simplicity in designing each element of the multimedia. 2. Considering unity between visual and audio elements. 3. Clarity in presenting multimedia. 4. Diversity in using multimedia. 5. Consistency in multimedia screen designs. 6. Integrating all elements of multimedia. 7. Interactivity between multimedia elements. 8. Balancing the use of multimedia within the same screen. 9. Efficiency in suing one multimedia screen. 2 Standards for using colors: 1. Using color for a particular purpose. 2. Avoiding unnecessary colors. 3. Using colors to differentiate between colors. 4. Using a different color to present the title. 5. Connecting related elements suing colors. 6. Coloring some symbols of words to facilitate the search for a particular topic. 7. Avoiding exaggeration in colorless use. 8. Using special colors for key words, another color for titles and a different color for notes. 9. Avoiding glaring colors. 10. Avoiding putting contrasting colors next the each other. 11. Considering variability in color between the background and other elements. 12. Avoiding the use of clear colors such as glaring red, blue in long texts. 13. Considering color blindness. 3 Printed text: 1. Presenting a small number of words on each screen. 2. Avoiding long spacing in the text. 3. Using short lines. 4. Combining between text and images as text may be sometimes a part of the image. 5. Using a small number of words to increase the effect of images. 6. Sentences used must be connected. 7. Clarity in text presented. 8. Selecting the paper writing size using a polite study. 9. Avoiding exaggeration in differentiating the text as this may distract the learner.  10. Using proper procedures to differentiate titles and key words. These include mainly: - Using italics. - Using bold. - Using glaring colors. - Using underline. - Using brackets for important words. - Using shading. - Using distinguishing colors. - Putting the important phrases in frames. - Using a pose before important text. - Using audio stimuli in important texts. 4 Illustrations and photographs: 1. Using unshared lines on maps, geometric drawings and abstract symbols. 2. Using discontinuous lines. 3. Using discontinuous line in some special cases "music notes." 4. Using shaded lined drawing to differentiate part or the drawing. 5. Using colors in drawing to indicate a particular "using red to indicate blood." 6. Using the third dimension of possibilities. 7. Using a map key. 8. Considering the natural percentages. 9. Using cartoons 10. Similarity between the natural form and the illustrations presented to in the same form. 11. Avoiding the use of unnecessary images and drawings. 12. Using photographs for more reality. 13. Avoiding the use of filtered images. 14. Avoiding exaggeration in the photograph size 15.combining between linear and photographic images when teaching a new topic. 5 Cartoons 1. Using cartoons to express moving or changing objects. 2. Using cartoons to present a process consisting of stages. 3. Expressing abstract concepts. 4. For stimulation and virtual reality environments. 5. Attracting the attention of the learner for the material presented. 6. To explain long situations that are hard to record using video. 7. To express situations that happened in the past and were not recorded. 8. Avoiding exaggerating in the use of colors inside the drawings. 9. Audio commentary is preferred on the content. 10. If the textual commentary is used, it is preferred to integrate it with the drawings. 11. Cartoons may be used as feedback. 12. If we wish to highlight an element, it is preferred to show it as a cartoon. 13. Three dimension drawings may be used. 14. Allowing students to repeat cartoons more than once. 6 Video clips 1. To show skills and events depending on motion. 2. Attracting and motivating the learner. 3. Immediate feedback. 4. Not used in reinforcement. 5. Not exaggerating the use of video clips as they need large storage capacity. 6. Video clips must focus on moving, not stable, situations. 7. The right angle for shooting must be selected to show the learner the material appropriately. 8. Considering the resolution of the video clips 9. The camera movements must be natural 10. Avoiding promotion. 11. Eliminating small element hard to shoot. 12. The shooting must be related to the lesson content. 13. The filters are not preferable in camera as they change the natural resolution. 14. The learner must be allowed to change video clips. 15. If the motion is not important, still image are preferred. 7 using vocal sound: 1. Sound is a main tool for attracting learners. 2. Sound is used to send explanatory messages. 3. Sound is used in the feedback. 4. Sound is used in reinforcement. 5. To comment on lessons. 6. Not exaggerating in the use of sound. 7. Clarity of race sound. 8. Correct and meaningful vocal language. 9. The sound must be related to what is shown on the screen. 10. It is not necessary to connect what is shown on the screen with a particular sound. 11. To motivate learners. 12. To add value for the cartoon elements. 13. Avoiding the use of echo. 8 Sound effects 1. Used in reinforcement to indicate correct and wrong answers. 2. Giving warning signs. 3. Convincing the learner about the learning environment. 4. Appropriate with the sounds used. 5. Not exaggerating in the use of sound effects. 6. They are quick stimuli 7. Natural sounds must accompany sound effects. 8. If the sound effects were accompanied by vocal commentary, the sound effects must be finer in tone than the vocal sound. 9. Echo is not preferred. 9 Music use 1..Music is used in reinforcement. 2. Music is may be used as a background for the learning situations. 3. When used as reinforcement, music must be limited to tow tones: one for the correct answer and the other for the wrong answer. 4. Music is used as a background to connect differently 5. Music must appear and disappear gradually. 6. It is preferred to use midi music files. 7. When reinforcement or something important appears on the screen the music must disappear. 8. Music may be used some as a part of the lesson "social studies, tourism others."